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Pages
- Title
- An Investigation of Online Tools and Teaching, Social, and Cognitive Presence in a Large Hybrid Online Class.
- Creator
-
Rath, Victoria, Gunter, Glenda, Boote, David, Holt, Larry, Hornik, Steven, University of Central Florida
- Abstract / Description
-
The purpose of this research study was to explore the impact of specific Web 2.0 tools on students' experience of teaching, social, and cognitive presence and motivation when enrolled in a very large hybrid course. With online course enrollments continuing to grow at a higher rate than traditional enrollments in higher education (Allen (&) Seaman, 2011) and universities increasing class sizes as a way to meet this demand with fewer fiscal resources, it is imperative to find ways to keep...
Show moreThe purpose of this research study was to explore the impact of specific Web 2.0 tools on students' experience of teaching, social, and cognitive presence and motivation when enrolled in a very large hybrid course. With online course enrollments continuing to grow at a higher rate than traditional enrollments in higher education (Allen (&) Seaman, 2011) and universities increasing class sizes as a way to meet this demand with fewer fiscal resources, it is imperative to find ways to keep students engaged and motivated when enrolled in very large classes. This study used the Community of Inquiry framework (Garrison, Anderson (&) Archer, 2000) to examine the effect of specific Web 2.0 tools (asynchronous discussion, streaming lectures, multimedia lecture demonstrations, Twitter, and the Second Life virtual world) on teaching, social, and cognitive presence and motivation. The sample population for this study (n = 567) consisted of undergraduate students enrolled in a very large hybrid accounting course in the fall of 2010 at the University of Central Florida. The total enrollment for the course was 943 students. Students could attend face-to-face (f2f) class sessions in a large lecture room that seated 285 students or they could view a streaming video capture of the lectures online. Students were not required to attend the f2f class sessions and could complete the course entirely online.Data were analyzed using one-way analysis of variances (ANOVA), and results of the statistical analyses indicated that students who frequently used the Web 2.0 tools had statistically significant higher mean motivation scores than students who did not use the tools as frequently. Additionally, students who frequently attended the f2f sessions had statistically significant higher mean social presence scores compared to students who attended sometimes or not at all. Attending the f2f sessions, however, did not result in higher mean scores of teaching or cognitive presence.When examined for the impact of the specific Web 2.0 tools, analysis of the ANOVA results indicated that students who used the discussion, streaming lectures, multimedia lecture demonstrations, and Twitter all of the time had significantly higher mean scores of teaching, social, and cognitive presence compared to those students who used the tools less frequently. Further research should be conducted on large hybrid and online courses in different content areas and on those that use different types of learning approaches.
Show less - Date Issued
- 2012
- Identifier
- CFE0004638, ucf:49890
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004638
- Title
- Design and Implementation Plan for the "I Am Potential" Financial Literacy Education Program.
- Creator
-
Louis, Tureka, Hopp, Carolyn, Robinson, Edward, Vitale, Thomas, Hayes, Burnice, University of Central Florida
- Abstract / Description
-
ABSTRACTThis Financial Literacy Program Model is a proposed solution to the problem of financial illiteracy among the working poor. Over 80 percent of adults in America are not financially literate, yet more than half believe themselves to be (OECD, 2005). No community is more adversely affected by this fallacy than the working poor. Earning income, yet living below the poverty line, this group is as deceived as any other by the misconception that increased income is their sole remedy rather...
Show moreABSTRACTThis Financial Literacy Program Model is a proposed solution to the problem of financial illiteracy among the working poor. Over 80 percent of adults in America are not financially literate, yet more than half believe themselves to be (OECD, 2005). No community is more adversely affected by this fallacy than the working poor. Earning income, yet living below the poverty line, this group is as deceived as any other by the misconception that increased income is their sole remedy rather than a small part of the complex equation greatly influenced by financial literacy. Drawing upon a review of related literature, observation of a successful program, and interviews, three barriers to financial literacy education are presented and addressed in this program's design. 1) Overblown financial self-efficacy spawns the popular belief held by most financially illiterate individuals that they are financially literate (OECD, 2005). 2) Lack of differentiation is prevalent. Existing programs cover basic financial topics with a one size fits all approach. 3) Although attrition rates are high, there are few motivational interventions in place within currently existing programs. These obstacles combined with the unique set of circumstances faced by the working poor exacerbate financial illiteracy and its related issues. This program was designed as part of the I Am Potential, Inc initiative (IAP) (-) an effort to assist individuals who desire to enhance their lives. In particular, IAP targets underserved communities. The (")I Am Potential(") Financial Literacy Program Model and Implementation Plan addresses these issues through instructional design with pre- and post-treatment financial self efficacy and motivation assessments along with differential instructional delivery methods, including a variety of modes and durations available for a distinctive learner population. Themodel accommodates the subsequent addition of coursework for enhancement in other life domains.
Show less - Date Issued
- 2014
- Identifier
- CFE0005203, ucf:50620
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005203
- Title
- Students Who Are Gifted and Public School Enrollment Choices Their Parents Make.
- Creator
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Austin, Leigh, Martin, Suzanne, Little, Mary, Baldwin, Lee, Brooks, Bridget, University of Central Florida
- Abstract / Description
-
ABSTRACTGiven the many school choices available to parents, there is a need to understand the reasons parents of a child who is gifted choose to keep their child in his/her current school. Parents' satisfaction with their child's school and their academic growth is essential to continued enrollment of the child in that school (Abdulkadiroglu, Angrist, (&) Pathak, 2011; Van Tassel-Baska, 2006). The parents' decision to keep their child who is gifted enrolled in their current school may be...
Show moreABSTRACTGiven the many school choices available to parents, there is a need to understand the reasons parents of a child who is gifted choose to keep their child in his/her current school. Parents' satisfaction with their child's school and their academic growth is essential to continued enrollment of the child in that school (Abdulkadiroglu, Angrist, (&) Pathak, 2011; Van Tassel-Baska, 2006). The parents' decision to keep their child who is gifted enrolled in their current school may be influenced by factors within the school as well as those factors outside of the school. The purpose of this study was to research factors that may influence the parents' decision to keep their child who is gifted enrolled in their current school. The research studied parental perceptions of academic support, social and emotional support, and principal support for gifted education for their child who is gifted and the parents' willingness to keep their child who is gifted enrolled at their current school. The target group in the study was parents of children who are gifted and enrolled in a very large urban school district but did not include parents of children who are gifted and also have a disability.The research included the analysis of a survey and follow-up interview questions with parents of a child who is gifted and enrolled in the very large urban school district. There were 683 survey responses out of 4,401 total parents surveyed with a return rate of 16%. The low return rate is considered a limitation of the study and it is recommended to conduct additional research on the majority of parents who did not participate in the survey. Follow-up interviews were conducted with 10 randomly selected parents of children who are gifted and enrolled in the very large urban school district. The survey and interview data was coded and analyzed using IBM SPSS Statistics. There were two research questions that guided the development of the research process and the analysis of data. The first question focused on indicators of parent satisfaction that included academic needs met, social and emotional needs met, and principal support for gifted education. The survey and interview data yielded mixed results with parents split between the belief that their child's academic needs were met, social and emotional needs were met, and that their child's principal was supportive of gifted education. The second research question considered the relationship between the three indicators of parent satisfaction and the parents' willingness to consider enrolling their child in a school solely for students who are gifted. The results showed that there is a statistically significant relationship between the parents' belief that their child's academic needs were met and the parents' consideration to send their child to a school solely for students who are gifted. However, there was a lack of evidence to establish a relationship between parent's belief about their child's social and emotional needs or the parents belief that their child's principal was supportive of gifted education. The implications of the study are numerous. There are enough parents willing to consider sending their child to a school solely for students who are gifted to support opening the school. The majority of the survey participants had elementary school children; therefore, consideration should be focused on opening an elementary school for students who are gifted. Long range planning is needed to determine how to support the school for students who are gifted as well as the impact of transferring the students from one school zone to the school for students who are gifted. The literature reflected the diverse nature of the parents' satisfaction with academic support, social and emotional support, and principal support for gifted education and revealed that when the parents' are satisfied it does not guarantee that the parent will keep their child enrolled in their current school. The need for on-going communication between the school and the parents are critical to keeping the student enrolled in their current school.Further research is needed to determine the beliefs of parents with children who are gifted and identify themselves as Black, Hispanic, Asian, or another race since the majority of the survey participants were White. More research is also needed to determine the reasons why large numbers of parents would consider sending their child to a school solely for students who are gifted regardless of their satisfaction levels with school support. In addition, further research needs to be conducted to determine why parents would choose to keep their child enrolled in their current school when the parents believed their academic or social and emotional needs were not met or their principal was not supportive of gifted education.
Show less - Date Issued
- 2015
- Identifier
- CFE0005759, ucf:50092
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005759
- Title
- Using Hashtags to Disambiguate Aboutness in Social Media Discourse: A Case Study of #OrlandoStrong.
- Creator
-
DeArmas, Nicholas, Vie, Stephanie, Salter, Anastasia, Beever, Jonathan, Dodd, Melissa, Wheeler, Stephanie, University of Central Florida
- Abstract / Description
-
While the field of writing studies has studied digital writing as a response to multiple calls for more research on digital forms of writing, research on hashtags has yet to build bridges between different disciplines' approaches to studying the uses and effects of hashtags. This dissertation builds that bridge in its interdisciplinary approach to the study of hashtags by focusing on how hashtags can be fully appreciated at the intersection of the fields of information research, linguistics,...
Show moreWhile the field of writing studies has studied digital writing as a response to multiple calls for more research on digital forms of writing, research on hashtags has yet to build bridges between different disciplines' approaches to studying the uses and effects of hashtags. This dissertation builds that bridge in its interdisciplinary approach to the study of hashtags by focusing on how hashtags can be fully appreciated at the intersection of the fields of information research, linguistics, rhetoric, ethics, writing studies, new media studies, and discourse studies. Hashtags are writing innovations that perform unique digital functions rhetorically while still hearkening back to functions of both print and oral rhetorical traditions. Hashtags function linguistically as indicators of semantic meaning; additionally, hashtags also perform the role of search queries on social media, retrieving texts that include the same hashtag. Information researchers refer to the relationship between a search query and its results using the term (")aboutness(") (Kehoe and Gee, 2011). By considering how hashtags have an aboutness, the humanities can call upon information research to better understand the digital aspects of the hashtag's search function. Especially when hashtags are used to organize discourse, aboutness has an effect on how a discourse community's agendas and goals are expressed, as well as framing what is relevant and irrelevant to the discourse. As digital activists increasingly use hashtags to organize and circulate the goals of their discourse communities, knowledge of ethical strategies for hashtag use will help to better preserve a relevant aboutness for their discourse while enabling them to better leverage their hashtag for circulation. In this dissertation, through a quantitative and qualitative analysis of the Twitter discourse that used #OrlandoStrong over the five-month period before the first anniversary of the Pulse shooting, I trace how the #OrlandoStrong discourse community used innovative rhetorical strategies to combat irrelevant content from ambiguating their discourse space. In Chapter One, I acknowledge the call from scholars to study digital tools and briefly describe the history of the Pulse shooting, reflecting on non-digital texts that employed #OrlandoStrong as memorials in the Orlando area. In Chapter Two, I focus on the literature surrounding hashtags, discourse, aboutness, intertextuality, hashtag activism, and informational compositions. In Chapter Three, I provide an overview of the stages of grounded theory methodology and the implications of critical discourse analysis before I detail how I approached the collection, coding, and analysis of the #OrlandoStrong Tweets I studied. The results of my study are reported in Chapter Four, offering examples of Tweets that were important to understanding how the discourse space became ambiguous through the use of hashtags. In Chapter Five, I reflect on ethical approaches to understanding the consequences of hashtag use, and then I offer an ethical recommendation for hashtag use by hashtag activists. I conclude Chapter Five with an example of a classroom activity that allows students to use hashtags to better understand the relationship between aboutness, (dis)ambiguation, discourse communities, and ethics. This classroom activity is provided with the hope that instructors from different disciplines will be able to provide ethical recommendations to future activists who may benefit from these rhetorical strategies.
Show less - Date Issued
- 2018
- Identifier
- CFE0007322, ucf:52136
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007322
- Title
- Physical-Virtual Patient Simulators: Bringing Tangible Humanity to Simulated Patients.
- Creator
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Daher, Salam, Welch, Gregory, Gonzalez, Laura, Cendan, Juan, Proctor, Michael, University of Central Florida
- Abstract / Description
-
In lieu of real patients, healthcare educators frequently use simulated patients. Simulated patients can be realized in physical form, such as mannequins and trained human actors, or virtual form, such as via computer graphics presented on two-dimensional screens or head-mounted displays. Each of these alone has its strengths and weaknesses. I introduce a new class of physical-virtual patient (PVP) simulators that combine strengths of both forms by combining the flexibility and richness of...
Show moreIn lieu of real patients, healthcare educators frequently use simulated patients. Simulated patients can be realized in physical form, such as mannequins and trained human actors, or virtual form, such as via computer graphics presented on two-dimensional screens or head-mounted displays. Each of these alone has its strengths and weaknesses. I introduce a new class of physical-virtual patient (PVP) simulators that combine strengths of both forms by combining the flexibility and richness of virtual patients with tangible characteristics of a human-shaped physical form that can also exhibit a range of multi-sensory cues, including visual cues (e.g., capillary refill and facial expressions), auditory cues (e.g., verbal responses and heart sounds), and tactile cues (e.g., localized temperature and pulse). This novel combination of integrated capabilities can improve patient simulation outcomes. In my Ph.D. work I focus on three primary areas of related research. First, I describe the realization of the technology for PVPs and results from two user-studies to evaluate the importance of dynamic visuals and human-shaped physical form in terms of perception, behavior, cognition, emotions, and learning.Second, I present a general method to numerically evaluate the compatibility of any simulator-scenario pair in terms of importance and fidelity of cues. This method has the potential to make logistical, economic, and educational impacts on the choices of utilizing existing simulators.Finally, I describe a method for increasing human perception of simulated humans by exposing participants to the simulated human taking part in a short, engaging conversation prior to the simulation.
Show less - Date Issued
- 2018
- Identifier
- CFE0007750, ucf:52402
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007750
- Title
- interACTionZ: Engaging LGBTQ+ Youth Using Theatre For Social Change.
- Creator
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Jackson, Jonathan, Weaver, Earl, StClaire, Sybil, Scott, Hubert, University of Central Florida
- Abstract / Description
-
Theatre for social change is a term used to describe a wide range of theatre-based techniques and methods. Through implementation of performance techniques, participants are encouraged to creatively explore and communicate various ideas with the specific intention of eliciting a societal or political shift within a given community. Through this thesis, I will explore the impact of applying theatre for social change in a youth-centered environment. I will discuss my journey as creator,...
Show moreTheatre for social change is a term used to describe a wide range of theatre-based techniques and methods. Through implementation of performance techniques, participants are encouraged to creatively explore and communicate various ideas with the specific intention of eliciting a societal or political shift within a given community. Through this thesis, I will explore the impact of applying theatre for social change in a youth-centered environment. I will discuss my journey as creator, facilitator, and project director of interACTionZ, a queer youth theatre program in Orlando, FL formed through a partnership between Theatre UCF at the University of Central Florida and the Zebra Coalition(&)#174;. I will give specific focus throughout this project to Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ+) youth and straight advocates for the LGBTQ+ community.
Show less - Date Issued
- 2013
- Identifier
- CFE0005007, ucf:49989
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005007
- Title
- The heritage of Gene Debs, selections.
- Creator
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Debs, Eugene V. (Eugene Victor), Trachtenberg, Alexander
- Date Issued
- 1955
- Identifier
- 2100238, CFDT2100238, ucf:4899
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/FCLA/DT/2100238
- Title
- Marxian socialism: Power elite or ruling class?.
- Creator
-
Sweezy, Paul Marlor
- Date Issued
- 1956
- Identifier
- 2683745, CFDT2683745, ucf:5127
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/FCLA/DT/2683745
- Title
- Socialism and superior brains: A reply to Mr. Mallock.
- Creator
-
Shaw, Bernard
- Date Issued
- 1909
- Identifier
- 326838, CFDT326838, ucf:5165
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/FCLA/DT/326838
- Title
- Democracy is not doomed!: An answer to Friedrich Hayek.
- Creator
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Drob, Judah, Clement, Travers, Socialist Party (U.S.)
- Date Issued
- 1945
- Identifier
- 2683220, CFDT2683220, ucf:5041
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/FCLA/DT/2683220
- Title
- The Debs centennial.
- Creator
-
Cannon, James Patrick
- Date Issued
- 1956
- Identifier
- 2683672, CFDT2683672, ucf:5110
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/FCLA/DT/2683672
- Title
- Marx and America.
- Creator
-
Wolfe, Bertram David
- Date Issued
- 1934
- Identifier
- 890962, CFDT890962, ucf:5615
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/FCLA/DT/890962
- Title
- William Lovett, 1800-1877.
- Creator
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Hammond, Barbara Bradby, Fabian Society (Great Britain)
- Date Issued
- 1922
- Identifier
- 357439, CFDT357439, ucf:5186
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/FCLA/DT/357439
- Title
- Lil' Mose's Dog - Pore Lil' Dog: Lil' Mose's Mouse Houn.
- Creator
-
Outcault, Richard F.
- Date Created
- 1901
- Identifier
- DP0015471
- Format
- Image (JPEG)
- PURL
- http://purl.flvc.org/ucf/fd/DP0015471
- Title
- The little black behind.
- Date Created
- 1900s
- Identifier
- DP0015490
- Format
- Set of related objects
- PURL
- http://purl.flvc.org/ucf/fd/DP0015490
- Title
- Pore Lil Mose: He buys his mammy a hat.
- Creator
-
Outcault, Richard F.
- Date Created
- 1901
- Identifier
- DP0015470
- Format
- Image (JPEG)
- PURL
- http://purl.flvc.org/ucf/fd/DP0015470
- Title
- Pore Lil Mose: He spends a week on the farm.
- Creator
-
Outcault, Richard F.
- Date Created
- 1901
- Identifier
- DP0015468
- Format
- Image (JPEG)
- PURL
- http://purl.flvc.org/ucf/fd/DP0015468
- Title
- HOW BEHAVIORAL FACTORS ARE BEING IMPLEMENTED INTO TODAY'S FINANCIAL EDUCATION PROGRAMS.
- Creator
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Perez, Esperanza, Gilkeson, Jim, University of Central Florida
- Abstract / Description
-
This research examined 50 financial education programs within the state of Florida. The purpose of the research was to survey financial education program providers to see how they are evolving to meet the sociological, psychological and behavioral factors that affect individual's financial decision making. In constructing the survey I referenced articles, journals and publications regarding how certain factors can affect an individual and their ability to apply financial education to their...
Show moreThis research examined 50 financial education programs within the state of Florida. The purpose of the research was to survey financial education program providers to see how they are evolving to meet the sociological, psychological and behavioral factors that affect individual's financial decision making. In constructing the survey I referenced articles, journals and publications regarding how certain factors can affect an individual and their ability to apply financial education to their daily life. This review of previous research showed that tailored education, to determine a participant's means, ability and goals, is the best way to help participants achieve financial independence. In this literature review no specific details were found on how programs are evolving or how existing program offerings are filling the need for tailored financial education. This topic is important because financial decisions that people make will not only affect current generations but also future generations. I contacted 50 agencies with a 27 question survey regarding their basic organizational structure, funding, program details, success determinants, primary program goals and focus, and marketing strategies. 36% of those contacted, or 18 organizations, responded. All responses were compiled and compared to determine relationships among program structures, offerings, and goals. The primary findings were that most organizations opened after 2000, have budgets under $100,000 funded primarily by two main sources, and their main goals are to provide basic knowledge and education to help participants improve financial decisions. In addition, most programs conduct a pre-post survey or get participant feedback to evaluate programs and use the number of participants at meetings as their main success factor. The majority of programs do not collect financial information, however they provide one-on-one counseling to focus on tailoring education to 501+ participants per year. Recommendations for future research are to increase the number of respondents, look deeper into funding requirements, the program lifecycle, marketing strategies employed and their effectiveness, and what specific financial education topics programs are addressing. This will add to existing research by providing a broader view of the financial education landscape and help programs to evolve to meet the need for tailored education.
Show less - Date Issued
- 2015
- Identifier
- CFH0004729, ucf:45374
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004729
- Title
- RELATIONSHIP BETWEEN ADOLESCENT BEHAVIOR AND CIVIC ENGAGEMENT.
- Creator
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Ernst, Michael, Murray, Barbara, University of Central Florida
- Abstract / Description
-
Citizenship – commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic...
Show moreCitizenship – commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic knowledge possessed by two groups within a population. The population examined, a high school in Flagler County, was composed of "at risk" students (those who had an Individualized Education Plan) and "regular" students (those that did not). The study uncovered the message that the amount of civic knowledge possessed by American youth was not as important as it was for them to be engaged in extracurricular activities. During the course of time, educators appear to have restricted their own ability to plan for and provide learning experiences that take in to consideration the physical characteristics; physical needs; patterns of growth and maturation; physiological changes; intellectual development; intellectual characteristics; learning preferences and styles; emotional development; personality development; and social development of each and every young adolescent attending school. When interesting, affordable activities are not made available, students become bored and get in to trouble during after school hours. Adolescent behaviors such as moral judgment and risk taking (or lack thereof) affect their decision to become civically involved.
Show less - Date Issued
- 2005
- Identifier
- CFE0000764, ucf:46585
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000764
- Title
- SUPPORT SYSTEMS IN ADOLESCENTS WITH TYPE 1 DIABETES MELLITUS AND THE RELATIONSHIP TO DIABETES-RELATED STRESS, CONFLICT, AND METABOLIC CONTROL.
- Creator
-
Foarde, Samuel, LaManna, Jacqueline, University of Central Florida
- Abstract / Description
-
The purpose of this integrated review of the literature was to explore the effects of social support on diabetes-related stress, conflict, and metabolic control in adolescents with type 1 diabetes mellitus (T1DM). Social support was examined in four subgroups: adolescents with T1DM, family caregivers, peers, and teachers. Relevant findings in the literature revealed a significant deficiency of research devoted to adolescent males with diabetes as well as fathers as primary and secondary...
Show moreThe purpose of this integrated review of the literature was to explore the effects of social support on diabetes-related stress, conflict, and metabolic control in adolescents with type 1 diabetes mellitus (T1DM). Social support was examined in four subgroups: adolescents with T1DM, family caregivers, peers, and teachers. Relevant findings in the literature revealed a significant deficiency of research devoted to adolescent males with diabetes as well as fathers as primary and secondary caregivers. Studies highlighted the importance of fostering autonomy and positive self-image in adolescents with T1DM and described effective interventions to improve diabetes-related stress, reduce disease-related conflict, and improve metabolic control. Findings suggested that nurses caring for adolescents with T1DM and their families should foster positive, open communication, while identifying barriers to problem solving, coping, stress, and optimal glycemic control. Interventions that educate caregivers and peers on how to better communicate and provide support are critical in fostering positive psychological and physiological outcomes in the adolescent with T1DM. The findings of this study may provide guidance in the way that nurses assess, identify, and counsel adolescents with TIDM regarding their disease management and access to support systems.
Show less - Date Issued
- 2013
- Identifier
- CFH0004324, ucf:45057
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004324
